Meta-Cognition, Motivation, and Affect. PSY504 Spring term, 2011 January 25, 2010. Self-Explanation. Self-Explanation.
PSY504Spring term, 2011
January 25, 2010
“The following is a chapter on the human circulatory system which was taken from a high school text book. We are trying to learn more about how students read and learn from a textbook, as well as what makes some textbooks better than others. In order for us to assess what information the text book is good at making understandable, it is important that you read every line very carefully–as if studying for an exam. The text is presented one sentence at a time so that you will have time to really think about what information each sentence provides and how I this relates to what you've already read. We would like you to read each sentence out loud and then explain what it means to you. That is, what new information does each line provide for you, how does it relate to what you've already read, does it give you a new insight into your understanding of how the circulatory system works, or does it raise a question in your mind. Tell us whatever is going through your mind–even if it seems unimportant. You may need to go back and re-read parts of the text to really understand all the material. Also, some people find it helpful, when reading difficult material, to draw a picture or take notes. Please feel free to do what is best for you–please use these transparencies for this purpose. Let me know when you'd like to start a new transparency”
“On the basis of a ﬁrst warm-up problem, hints to self-explain the rationale of the presented solution steps were given. The hints in this conditions focused on the subgoalof each step and the operator used to achieve it (i.e., explication of goal-operator combinations). Afterward, the learners had to try to self-explain the solution of a second warm-up problem on their own, coached by the experimenter. The coaching procedure consisted primarily of two elements: (a) If important self-explanations were omitted, this was indicated and the learners were asked to supplement the missing explanations; (b) the learners’ questions concerning the self-explanations they were expected to provide were answered… When the learners stopped self-explaining for more than 15 seconds, the experimenter asked them to go on in self-explaining”